Lesson Day 3: Allport’s 5 Prejudices Placement within Overall Lesson/Unit:Students have begun reading night and have discussed what responsibilities we have as citizens and humans to be tolerant of others.They have been continuing on their ‘Intolerance Journals’ and now we will look at the different ways that intolerance and prejudices occur. Issues for Observation:I must make sure that the groups are appropriate in the activity—this is a sensitive subject and students should be respectful and appropriate.If I have to, I can refer back to the list we created on the first day. Objectives:SWBAT…
Continue their ‘Intolerance Journal’
Understand Allport’s 5 Prejudices
Create a representation of one of those Prejudices.
Materials Needed: Students, respect, film, PowerPoint presentation on 5 prejudices. Preparation:Bring materials, cue film, set-up presentation. Introduction:Good morning English 9.If you could get our your ‘Intolerance Journals’ we will get started with the prompt right away. Presentation: (60 minute class) Activity 1 (15 minutes) 1.Students will write in their journals for the first 10 minutes. 2.Today’s prompt: Have you ever been intolerant towards someone else because of their differences?Explain? 3.Share for 5 minutes Activity 2 (15 minutes) 1.I will present the 5 prejudices: Antilocution (Hate speech), Avoidance (Ostracizing), Discrimination, Physical Attack, Extermination (Genocide). 2.At each level I will ask students to offer me examples from the readings & discussions. Activity 3 (15 minutes) 1.I will then ask students to get with their groups for the research project and choose one of the 5 prejudices (each group will do a different one). 2.Then they will create a quick skit or visual to represent the prejudice. Activity 4 (15 minutes)
Students will present their visuals or skits to the class.
If time permits: Students will get group work time. Assessment:I will assess students on their ability to understand the 5 prejudices enough to create a representation for the rest of the class to refer back to later in the unit. Assignment:Students should continue reading Night, writing in their ‘Intolerance Journal,’ finishing their sketches, and begin researching.
Placement within Overall Lesson/Unit: Students have begun reading night and have discussed what responsibilities we have as citizens and humans to be tolerant of others. They have been continuing on their ‘Intolerance Journals’ and now we will look at the different ways that intolerance and prejudices occur.
Issues for Observation: I must make sure that the groups are appropriate in the activity—this is a sensitive subject and students should be respectful and appropriate. If I have to, I can refer back to the list we created on the first day.
Objectives: SWBAT…
- Continue their ‘Intolerance Journal’
- Understand Allport’s 5 Prejudices
- Create a representation of one of those Prejudices.
Materials Needed: Students, respect, film, PowerPoint presentation on 5 prejudices.Preparation: Bring materials, cue film, set-up presentation.
Introduction: Good morning English 9. If you could get our your ‘Intolerance Journals’ we will get started with the prompt right away.
Presentation: (60 minute class)
Activity 1 (15 minutes)
1. Students will write in their journals for the first 10 minutes.
2. Today’s prompt: Have you ever been intolerant towards someone else because of their differences? Explain?
3. Share for 5 minutes
Activity 2 (15 minutes)
1. I will present the 5 prejudices: Antilocution (Hate speech), Avoidance (Ostracizing), Discrimination, Physical Attack, Extermination (Genocide).
2. At each level I will ask students to offer me examples from the readings & discussions.
Activity 3 (15 minutes)
1. I will then ask students to get with their groups for the research project and choose one of the 5 prejudices (each group will do a different one).
2. Then they will create a quick skit or visual to represent the prejudice.
Activity 4 (15 minutes)
If time permits: Students will get group work time.
Assessment: I will assess students on their ability to understand the 5 prejudices enough to create a representation for the rest of the class to refer back to later in the unit.
Assignment: Students should continue reading Night, writing in their ‘Intolerance Journal,’ finishing their sketches, and begin researching.